ABSTRACT

Background

New technology and increased collaboration have revolutionized how scientists work with data. This creates a need to identify new aspects of working with scientific data that are important for K-12 students to learn.

Purpose

To address this need, we conducted a study with practicing scientists and K-12 science teachers. The purpose of the study is to identify new aspects of working with scientific data and the strategies involved in those aspects, which are potentially important for students to learn. The research questions are: (1) How do scientists work with data in their scientific inquiry? (2) What strategies used by scientists to work with data do not commonly appear in the science teachers’ class?

Sample

In the study, 15 practicing scientists and 11 science teachers each participated in a one-on-one interview; and 40 practicing scientists and 175 science teachers each completed a survey.

Design and methods

We first developed an initial model of working with data based on relevant literature. Next, we conducted a two-stage sequential study. At the exploration stage, we interviewed 15 practicing scientists and 11 science teachers and used the interview data to revise the initial model. At the investigation stage, we conducted surveys with 40 practicing scientists and 175 science teachers. Based on the survey data, we revised and finalized the model.

Results

The study generated an empirically grounded model that contains five aspects of working with scientific data: purposes of data analysis, planning data collection, organizing and reducing data, representing data, and interpreting analysis results. For each aspect, we identified the strategies used by scientists and investigated whether and how those strategies were taught in science classrooms.

Conclusion

The results provide a foundation for future research on whether and how the new aspects of working with data can be taught in K-12 science classrooms.

中文翻译：

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使用科学数据的新方面：与实践科学家和科学教师的研究

摘要

背景

新技术和加强协作彻底改变了科学家处理数据的方式。这就需要确定使用科学数据的新方面，这对 K-12 学生学习很重要。

目的

为了满足这一需求，我们与实践科学家和 K-12 科学教师进行了一项研究。该研究的目的是确定使用科学数据的新方面以及这些方面所涉及的策略，这对学生学习可能很重要。研究问题是：(1) 科学家如何在他们的科学探究中使用数据？(2) 科学家在处理数据时使用的哪些策略在科学教师的课堂上并不常见？

样本

在这项研究中，15 名实践科学家和 11 名科学教师分别参加了一对一的访谈；40 名执业科学家和 175 名科学教师每人完成了一项调查。

设计与方法

我们首先根据相关文献开发了一个处理数据的初始模型。接下来，我们进行了两阶段序贯研究。在探索阶段，我们采访了 15 位实践科学家和 11 位科学教师，并使用采访数据对初始模型进行了修正。在调查阶段，我们对 40 名执业科学家和 175 名科学教师进行了调查。根据调查数据，我们修改并最终确定了模型。

结果

该研究生成了一个以经验为基础的模型，其中包含处理科学数据的五个方面：数据分析的目的、计划数据收集、组织和减少数据、表示数据以及解释分析结果。对于每个方面，我们确定了科学家使用的策略，并调查了这些策略是否以及如何在科学课堂上教授。

结论

这些结果为未来研究是否以及如何在 K-12 科学课堂上教授数据处理的新方面奠定了基础。